Abstract:
Research in the field of reading literacy has focussed predominantly on the foundation
phase and primary and secondary levels. In addition, these studies in reading literacy
are predominantly cognitive-oriented. As a result, information on academic reading
at tertiary level is sparse; even more so with regard to socio-affective factors and
students‟ reading proficiency. This paper explores the relationship between tertiarylevel
students‟ socio-affective profile and their reading proficiency. The Test of
Academic Literacy Levels (TALL) was used to measure students‟ reading
proficiency, and ANOVA tests were applied to analyse and yield data on students‟
reading background, reading habits, social literacy and several motivational
components. The results and the data so obtained indicated a robust relationship
between these socio-affective factors and students‟ reading proficiency. The paper
discusses the research findings and their implications for instructing tertiary-level
students in a way that would ensure successful academic reading.
